本文關(guān)鍵詞： 語(yǔ)文核心素養(yǎng) 高中閱讀教學(xué) 策略研究　出處：《揚(yáng)州大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：閱讀教學(xué)作為語(yǔ)文教學(xué)活動(dòng)的重要組成部分,是提高語(yǔ)文能力、培養(yǎng)語(yǔ)文素養(yǎng)的重要途徑。作為實(shí)現(xiàn)“立德樹(shù)人”目標(biāo)的重要因素,高中閱讀教學(xué)對(duì)于語(yǔ)文核心素養(yǎng)的培養(yǎng)具有重要的現(xiàn)實(shí)意義。但是,目前,在語(yǔ)文素養(yǎng)的培養(yǎng)方面,高中閱讀教學(xué)的價(jià)值還沒(méi)有得到充分體現(xiàn),閱讀教學(xué)中存在著種種與發(fā)展學(xué)生語(yǔ)文素養(yǎng)要求相脫節(jié)的現(xiàn)象。如何基于語(yǔ)文核心素養(yǎng)來(lái)探討高中閱讀教學(xué)實(shí)踐活動(dòng)變得刻不容緩。本文以高中閱讀教學(xué)為研究對(duì)象,以培養(yǎng)學(xué)生的語(yǔ)文核心素養(yǎng)為目的,采用文獻(xiàn)分析法對(duì)國(guó)內(nèi)外關(guān)于核心素養(yǎng)、閱讀教學(xué)以及語(yǔ)文核心素養(yǎng)和高中閱讀教學(xué)的研究成果進(jìn)行學(xué)習(xí)與梳理,尋找理論支撐。采用問(wèn)卷調(diào)查法對(duì)江蘇揚(yáng)州、安徽阜陽(yáng)、福建漳州各取一所高中,組成三所不同地區(qū)、不同層次的學(xué)校樣本進(jìn)行閱讀教學(xué)現(xiàn)狀調(diào)查。調(diào)查發(fā)現(xiàn):高中閱讀教學(xué)存在的問(wèn)題主要是忽視學(xué)生課堂主體地位、忽視語(yǔ)言積累與運(yùn)用、重知識(shí)學(xué)習(xí)輕能力培養(yǎng)、輕視創(chuàng)造性思維發(fā)揮、教師教學(xué)手段陳舊單調(diào)、教學(xué)評(píng)價(jià)標(biāo)準(zhǔn)機(jī)械單一等。而應(yīng)試教育大環(huán)境的影響、教學(xué)評(píng)價(jià)機(jī)制不夠完善、教師忽視自身專(zhuān)業(yè)發(fā)展是引發(fā)閱讀教學(xué)存在問(wèn)題的主要原因。在此基礎(chǔ)上,結(jié)合語(yǔ)文核心素養(yǎng)的內(nèi)涵、高中閱讀教學(xué)的特點(diǎn)以及高中生語(yǔ)文學(xué)習(xí)心理特點(diǎn),以人本主義教學(xué)理論、建構(gòu)主義教學(xué)理論、多元智能理論為理論依據(jù),探討“基于語(yǔ)文核心素養(yǎng)的高中閱讀教學(xué)”,總結(jié)提煉出樹(shù)立正確教學(xué)觀念、明確閱讀教學(xué)目標(biāo)、優(yōu)化閱讀教學(xué)內(nèi)容、改革閱讀教學(xué)方法、建立有效評(píng)價(jià)機(jī)制、注重教師專(zhuān)業(yè)發(fā)展六條策略,以期實(shí)現(xiàn)提高閱讀教學(xué)質(zhì)量、促進(jìn)學(xué)生全面發(fā)展、推動(dòng)教師專(zhuān)業(yè)發(fā)展的實(shí)踐意義,也希望這項(xiàng)實(shí)踐探索有助于語(yǔ)文教師對(duì)高中閱讀教學(xué)進(jìn)行重新審視,為提高學(xué)生語(yǔ)文能力、提升語(yǔ)文素養(yǎng)提供一個(gè)新的視角。
[Abstract]:As an important part of Chinese teaching activities, reading teaching is an important way to improve Chinese ability and cultivate Chinese literacy. High school reading teaching has important practical significance for the cultivation of Chinese core literacy. However, at present, the value of high school reading teaching has not been fully reflected in the cultivation of Chinese literacy. There are various phenomena in reading teaching which are out of touch with the requirements of developing students' Chinese literacy. It is urgent to discuss the practical activities of reading teaching in senior high school based on the core literacy of Chinese. This paper takes the teaching of reading in senior high school as the research object. In order to cultivate students' Chinese core literacy, this paper studies and combs the research results of core literacy, reading teaching, Chinese core literacy and high school reading teaching at home and abroad by using literature analysis method. Looking for theoretical support. A questionnaire survey was conducted in Yangzhou, Anhui Province, Fuyang, Fujian Province and Zhangzhou, Fujian Province, each of which consisted of three different regions. The survey shows that the main problems in reading teaching in senior high school are to ignore students' main position in class, to ignore language accumulation and use, and to lay stress on knowledge learning and ability cultivation. It belittles the exertion of creative thinking, the old and monotonous teaching means of teachers, the singleness of teaching evaluation standard, and so on. However, due to the influence of the environment of examination-oriented education, the teaching evaluation mechanism is not perfect enough. Teachers' neglect of their own professional development is the main cause of the problems in reading teaching. On this basis, combining with the connotation of Chinese core literacy, the characteristics of reading teaching in senior high school and the psychological characteristics of high school students' Chinese learning, On the basis of humanism teaching theory, constructivism teaching theory and multiple intelligence theory, this paper discusses the reading teaching in senior high school based on Chinese core literacy, summarizes and abstracts the correct teaching idea and clear reading teaching goal. To optimize the content of reading teaching, to reform the teaching method of reading, to establish an effective evaluation mechanism, and to pay attention to six strategies of teachers' professional development, in order to achieve the practical significance of improving the quality of reading teaching, promoting the all-round development of students and promoting the professional development of teachers. It is also hoped that this practical exploration will help Chinese teachers to re-examine the teaching of high school reading and provide a new perspective for improving students' Chinese ability and improving their Chinese literacy.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.33
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本文編號(hào)：1538427